Vol. 7, Issue 2, Part D (2025)

Higher education in the Philippines has been repeatedly disrupted by crises such as typhoons and other natural disasters. These events magnified structural inequities, particularly in students’ access to electricity, internet, and stable digital tools. This paper examines how negotiated inquiry, framed within the principles of Outcomes-Based Education (OBE), can sustain essential learning outcomes in research pedagogy under crisis conditions. Drawing from documented communications and practices in a research class, the study shows how pragmatic adjustments such as redefined course goals, essentialized assessments, flexible grading, provision of asynchronous materials, and learner-centered accommodations enabled continuity of learning. The study also highlights that sustaining these strategies requires institutional support through faculty development and learning infrastructure support for both teachers and learners. Findings suggest that even in contexts of disruption, outcomes can be achieved by focusing on core competencies rather than compliance, but long-term resilience depends on systemic investment in pedagogy and digital learning infrastructure.